2. Eastern Division Conference April 10, 2015 Marcia Neel The New National Music Standards Emerging Ensembles

3. The WHY... Meet Dorothy Custer

4. Specifying Enduring Understandings and Essential Questions Using Artistic Processes (4) and Anchor Standards (11) Defining Arts Literacy Identifying Creative Practices Embedding Assessments Backwards Assessment Model (BAM) Understanding by Design (UbD) Backwards Design: Identify outcomes then design goals. Jay McTighe and Grant Wiggins

5. Defining Arts Literacy Artistic literacy is the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. An artistically literate person can transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. BUT... Artistic literacy is not limited to arts history and appreciation courses, but should include art-making experiences that can lead to a satisfying lifetime of active and creative practices.

6. Arts Success and Achievement through Creative Practices Success and achievement in the arts demands engagement in the four fundamental creative practices of imagination, investigation, construction, and reflection in multiple contexts. These meta-cognitive activities nurture the effective work habits of curiosity, creativity and innovation, critical thinking and problem solving, communication, and collaboration, each of which transfer to all aspects of learning and life in the 21st century. --------------------- Oops! I mean, 22nd century!!!

7. Specifying Enduring Understandings and Essential Questions Enduring understandings and essential questions focus on what are often called “big ideas.” E.U. statements summarize important ideas that are central to a discipline and have lasting value beyond the classroom. Essential questions are those that encourage, hint at, even demand transfer beyond the particular topic in which students first encounter them, and therefore, should recur over the years to promote conceptual connections and curriculum coherence.

8. Cornerstone (Embedded) Assessments are curriculum embedded (as opposed to externally imposed); recur over the grades, becoming increasingly sophisticated over time; establish authentic contexts for performance; assess understanding and transfer via genuine performance; integrate 21st century skills (e.g., critical thinking, technology use, teamwork) with subject area content; evaluate performance with established rubrics; engage students in meaningful learning while encouraging the best teaching; provide content for a student’s portfolio (so that they graduate with a resume of demonstrated accomplishments rather than simply a transcript of courses taken).

9. Artistic Artistic Processes and Anchor Standards 1. Creating: Conceiving and Developing New Artistic Ideas and Work

10. Artistic Artistic Processes and Anchor Standards 1. Creating: Anchor Standards Lifelong Goals Anchor Standard 1: Generate and conceptualize artistic ideas and work. Anchor Standard 2: Organize and develop artistic ideas and work. Anchor Standard 3: Refine and complete artistic work. The student will...

11. Artistic Artistic Processes and Anchor Standards 1. Creating: Conceiving and Developing New Artistic Ideas and Work 2. Performing: Realizing Artistic Ideas and Work through Interpretation and Presentation

12. Artistic Artistic Processes and Anchor Standards 2. Performing: Anchor Standard Lifelong Goals Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. The student will... Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Anchor Standard 6: Convey meaning through the presentation of artistic work.

13. Artistic Artistic Processes and Anchor Standards 1. Creating: Conceiving and Developing New Artistic Ideas and Work 3. Responding: Understanding and Evaluating how “The Arts” Convey Meaning 2. Performing: Realizing Artistic Ideas and Work Through Interpretation and Presentation

14. Artistic Artistic Processes and Anchor Standards 3. Responding: Anchor Standards Lifelong Goals The student will... Anchor Standard 7: Perceive and analyze artistic work. Anchor Standard 8: Interpret intent and meaning in artistic work. Anchor Standard 9: Apply criteria to evaluate artistic work.

15. Artistic Artistic Processes and Anchor Standards 1. Creating: Conceiving and Developing New Artistic Ideas and Work 3. Responding: Understanding and Evaluating how the Arts Convey Meaning 4. Connecting: Relating Artistic Ideas and Work with Personal Meaning and External Context 2. Performing: Realizing Artistic Ideas and Work Through Interpretation and Presentation

16. Artistic Artistic Processes and Anchor Standards 4. Connecting: Anchor Standards Lifelong Goals The student will... Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

17. The Four (4) Artistic Processes 1. Creating: Conceiving and Developing New Artistic Ideas and Work 3. Responding: Understanding and Evaluating how the Arts Convey Meaning 4. Connecting: Relating Artistic Ideas and Work with Personal Meaning and External Context 2. Performing: Realizing Artistic Ideas and Work Through Interpretation and Presentation

18. http://www.musicedconsultants.net/confere nce-materials Got Smart Phone?

19. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE INSTRUCTIONAL GOALS: (IGs) MARIACHI: ARMONIA (Guitar, Vihuela, and Guitarrón) Instructional Goals (IGs): Some sample goals are : 1. To develop correct vocal production technique. 10. To recognize form in simple Mariachi styles through listening to recordings and live performances. 13. To incorporate the traditional mánicos used in simple Mariachi styles into live performances. 19. To demonstrate an awareness of the regional and historical significance and variations of Mariachi music.

20. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE GOAL: VOCAL PRODUCTION Instructional Goal (IG): The goal is: 1. To develop correct vocal production technique

21. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE GOAL: VOCAL PRODUCTION 1. To develop correct vocal production technique 1.1The student will demonstrate proper breathing techniques necessary for supporting tone. (IG1)_____ Artistic Process ? (Pr) BUT... How do we assess this skill?

22. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE GOAL: VOCAL PRODUCTION 1. To develop correct vocal production technique 1.1The student will demonstrate proper breathing techniques necessary for supporting tone. (IG1)_____ (Pr) 1.1. A Have students take an “air sip” using “oo” vowel embouchure over slow 4 count, exhaling over slow 8 count demonstrating proper upper body posture throughout (Assessment) Now YOU try writing an assessment for this IG.

23. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE GOAL: VOCAL PRODUCTION 1. To develop correct vocal production technique 1.1The student will demonstrate proper breathing techniques necessary for supporting tone. (IG1)_____ (Pr) 1.1. A Have students take an “air sip” using “oo” vowel embouchure over slow 4 count, exhaling over slow 8 count demonstrating proper upper body posture throughout (Assessment) 1.1. B Have students take an “air sip” then blow out short puffs demonstrating awareness of abdominal muscles involved in breathing. (Assessment)

24. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE GOALS: SIMPLE MARIACHI STYLES (FORM) Instructional Goals (IGs): The sample goals are: 10. To recognize simple Mariachi styles by listening to recordings and live performances. 13. To incorporate the traditional mánicos used in simple Mariachi styles into live performances. 19. To demonstrate an awareness of the regional and historical significance and variations of Mariachi music. X.1 The student will identify Ranchera Lenta (a.k.a. Romantica) style (IGs 10, 13, 19)

25. Ranchera Lenta Style 4/4 Time SignatureMánico: Down Strums Mostly Major KeysGolpe Strum HINT: Have students speak text in rhythm before playing.

26. “El Rey” Ranchera Lenta (a.k.a. Romantica) Style Bailey Middle School, Year 2 of Program 4/4 Time SignatureMánico: Down Strums Mostly Major KeysGolpe Strum

27. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE GOALS: SIMPLE MARIACHI STYLES (FORM) 10.1 X.1 The student will identify Ranchera Lenta (a.k.a. Romantica) style (IGs 10, 13, 19) ________________ Artistic Processes? (Cr) (Pr) (Re) (Cn) 10. To recognize simple Mariachi styles by listening to recordings and live performances. 13. To incorporate the traditional mánicos used in simple Mariachi styles into live performances. 19. To demonstrate an awareness of the regional and historical significance and variations of Mariachi music.

28. http://www.musicedconsultants.net/conference-materials Curriculum SAMPLE GOALS: SIMPLE MARIACHI STYLES (FORM) X.1 The student will identify Ranchera Lenta (a.k.a. Romantica) style (IGs 10, 13, 19) (Cr) (Pr) (Re) (Cn) X.1.A Ask students to compose a simple song in the style of a Ranchera Lenta using the I, IV and V7 chords of Re Major. (Create) X.1.B Have students perform selections in the Ranchera Lenta style. (Perform)

29. Curriculum SAMPLE GOALS: SIMPLE MARIACHI STYLES (FORM) X.1 The student will identify Ranchera Lenta (Romantica) style. (IGs 10, 13, 19) (Cr) (Pr) (Re) (Cn) X.1.C Have students listen to or view recorded performances of like Ranchera Lentas then describe the various differences in the recordings using correct terminology. (Respond) X.1.D Have students explain the derivation of the Ranchera Lenta style and its significance (Connecting) (from the ranch—cowboy songs, love songs)

30. Next Stop: Performance Standards in Music Performance Standards 11 Anchor Standards 4 Artistic Processes

31. Performance Standards: Creating Google: (Traditional and) Emerging Ensembles Strand

32. Performance Standards: Performing Google: (Traditional and) Emerging Ensembles Strand

33. Performance Standards: Responding Google: (Traditional and) Emerging Ensembles Strand

34. Performance Standards: Connecting Google: (Traditional and) Emerging Ensembles Strand

35. EXAMPLE: Performance Standards Anchor Standard 1: Artistic Process: Creating (Cr) Enduring Understanding: Essential Question: Generate and conceptualize artistic ideas and work. The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. How do musicians generate creative ideas?

36. EXAMPLE: Performance Standards Anchor Standard 1: Generate and conceptualize artistic ideas and work. Artistic Process: Creating (Cr) Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas? Novice: MU:CR.1.1.E.5 Compose and improvise melodic and rhythmic ideas or motives that reflect characteristics(s) of music or text(s) studied in rehearsal. Intermediate: MU:CR.1.1.E.8 Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal. Performance Standard # Anchor Standard # Ensemble Strand Grade Vocabulary (in Glossary) What changed

37. EXAMPLE: Performance Standards Anchor Standard 1: Generate and conceptualize artistic ideas and work. Artistic Process: Creating (Cr) Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas? HS Proficient: MU:CR1.1.E.I Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods studied in rehearsal. HS Accomplished: MU:CR1.1.E.II Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal. HS Advanced: MU:CR1.1.E.III Compose and improvise musical ideas for a variety of purposes and contexts.

38. Model Cornerstone Assessments McTighe “Evaluate performance with established rubrics”

39. Model Cornerstone Assessments McTighe “Evaluate performance with established rubrics”

40. Model Cornerstone Assessments McTighe “Evaluate performance with established rubrics”

41. Google

42. www.nationalartsstandards.org http://www.musicedconsultants.net/conference-materials

43. Back to Dorothy Custer… http://www.musicedconsultants.net/conference-materials

44. Happy 103 rd Birthday, Dorothy!

45. Join us in Las Vegas for Mariachi! www.musicedconsults.net/2015-mariachi-workshops This Presentation: http://www.musicedconsultants.net/conference-materials Resource Info Marcia Neel marcia@musicedconsultants.net Twitter: @musicedconsult http://nafme.org/standards